WHY DO WE REQUIRE LEARNINGOBJECTIVES?

Learning objectives... • Communicate the purpose of a learning

activity• Define observable learning outcomes to

achieve in the activity• Help focus the teaching, learning, and

evaluation• Provide a basis for educational activities

to offer CME credits

.

Writing Effective Learning Objectives Using Bloom’s TaxonomyAmerican College of Surgeons | Division of Education

USING BLOOM’S TAXONOMY IN LEARNING OBJECTIVES• Bloom’s Taxonomy is hierarchical, meaning that learning at the higher levels is dependent on having attained

prerequisite knowledge and skills at lower levels (see diagram below).• Educators can use “verb tables” to identify which action verbs align with each level in Bloom’s Taxonomy. Sample

verbs are provided in the table on the right as suggestions for objectives at each of Bloom’s 6 levels of learning. Anexample is given of a complete objective at each level.

Bloom’s Level Key Verbs Learning Objective Examples

Create

generate, plan, design, formulate, build, invent, compose, produce, derive, modify, develop.

By the end of this session, learners will be able to formulate an original surgical treatment plan for obese patients.

Evaluate

check, test, detect, monitor, critique, support, judge, grade, argue, justify, support, convince.

By the end of this session, learners will be able to determine whether using gastric bypass, sleeve gastrectomy, adjustable gastric band, or biliopancreatic diversion with a duodenal switch is the best form of bariatric surgery.

Analyze

differentiate, select, organize, classify, outline, break down, categorize, diagram, simplify, associate.

By the end of this session, learners will be able to differentiate between the following bariatric surgeries: gastric bypass, sleeve gastrectomy, adjustable gastric band, or biliopancreatic diversion with a duodenal switch.

Apply

execute, implement, calculate, predict, solve, use, demonstrate, determine, model, perform, present.

By the end of this session, learners will be able to execute gastric bypass surgery.

Understand

describe, explain, exemplify, illustrate, paraphrase, restate, clarify, represent, translate, give original examples of, summarize, compare, interpret, infer, discuss.

By the end of this session, learners will be able to describe 4 common types of bariatric weight loss surgery.

Remember

list, recite, outline, define, name, match, quote, recall, identify, label, recognize, retrieve.

By the end of this session, learners will be able to identify the 4 common types of bariatric weight loss surgery.

HOW IS A LEARNING OBJECTIVECONSTRUCTED?

• Objectives contain a single verb and itsobject. The verb describes an observableaction.

• Objectives can be written at Bloom’s sixlevels of learning, with rotememorization being the lowest level andcreative thinking being the highest level

• Aim to write learning objectives at thehighest level that can be realisticallyachieved through the learning activity

USING BLOOM’S TAXONOMY IN LEARNING OBJECTIVES

BLOOM’S BACKGROUND

Writing Effective Learning Objectives Using Bloom’s TaxonomyAmerican College of Surgeons | Division of Education

LEARNING OBJECTIVE CHECK LISTThe learning objective is measurable & includes

an observable action. There is only one observable action verb in each

learning objective.The learning objective includes an action verb

that targets the desired level of performance.The learning objective is supported by the session

content and the learning activity.The learning objective is learner-centered.The learning objective includes a complex or

higher-level action verb only when appropriate.

Original objective: Learn strategies to develop, maintain, and grow a private general surgery practice.What to improve: Learn is not a measurable verb. Revised objective: Describe strategies for developing, maintaining, and growing a private general surgery practice.

Original objectives: Strengthen individual awareness of personal vulnerabilities, increase understanding of others’ vulnerabilities, optimize ability to recognize potential harm in the environmentWhat to improve: These learning objectives are not observable, they do not describe the action that the learner should demonstrate, and their context is unclear. Additionally, each of these is a separate learning objective and should be delineated as such.Revised objectives: By the end of this session, leaners will be able to:

• Identify personal vulnerabilities in surgical leadership development.• Describe examples of others’ vulnerabilities in surgical leadership development.• Recognize potential environmental harm on the path toward surgical leadership development.

Original objective: Become familiar with the key principles of hemorrhoid surgery.What to improve: This objective does not include a measurable verb and does not specify the principles with which learners should demonstrate familiarity.Revised objective: Identify principles of hemorrhoid surgery including indications, contraindications, technical considerations, and outcomes.

Original objective: List updates on current status of nodal basin management on sentinel node positive patients.What to improve: The verb “list” reflects the lowest level of learning on Bloom’s taxonomy and is arguably too low for advanced learners such as surgeons attending ACS Clinical Congress. Revised objective: Determine the benefits of updates in nodal basin management on sentinel node positive patients.

BEFORE & AFTER: HOW TO IMPROVE LEARNING OBJECTIVES

REFERENCES & RESOURCESAnderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Armstrong, P. (n.d.). Bloom’s Taxonomy. Center for Teaching, Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

Center for Excellence in Learning and Teaching, Iowa State University. Revised Bloom’s Taxonomy. Retrieved from https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

Ferlazzo, L. (2009, May 25) The best resources for helping teachers use Bloom’s Taxonomy in the classroom. Retrieved from https://larryferlazzo.edublogs.org/2009/05/25/the-best-resources-for-helping-teachers-use-blooms-taxonomy-in-the-classroom/

ADDITIONAL RESOURCES